1、四下Unit4 Drawing in the park(第3课时)教学设计一、教学内容四年级下册Unit4 Drawing in the park (Period3 Sound Time，Cartoon time)二、教学目标1. 能听懂、会说、会读、会写句型与日常用语 What can you see? I can see. Good idea!2. 能了解卡通时间的文本信息，听懂、会说、会读词汇boat, river, great fun, Try again!并能在理解的基础上进行配音和表演。3. 会唱歌曲What can you see?,并能根据不同的图片内容，进行歌曲的创编。4.
2、能听懂、会说、发音准确：字母e在单词中的读音，并尝试结合发音规律，自主阅读文本材料达到巩固运用的目的。三、教学重点和难点教学重点:1. 卡通时间的文本朗读和大意的正确理解。2. 能听懂、会说、会读、会写句型与日常用语 What can you see? I can see. Good idea!教学难点:字母e在单词中读音的正确掌握和运用四、教学准备：PPT五、教学过程Step1. Warming up1. Greeting 2. Sing the songT: I like singing songs. Do you like songs? Now, lets sing a song Wha
3、t can you see? together.T: You can see a monkey in the tree. What can you see in these pictures? Can you change the words to make a new song?生根据图片，替换歌词，创编新歌。3. Review Story timeT: (呈现Story Time图片) What can you see in this picture?Can you try to ask some questions?生根据图片信息，尝试Ask and answerEg: What can
4、 they see on the river?Can Tim draw a boat? And why?4. Ss work in groups and act the story outStep2. Presentation1. Game timeT: Do you like the park in spring? Its very nice because there are many things in the park. So the park is a kaleidoscope of colors, smells and sounds. We can also play intere
5、sting games in the park. Do you want to play? Look, I have a box here. What can you see in each picture? Lets throw the box and have a look. T&S play the game togetherT: What can you see in the picture? S1: I can see a river. What can you see in the picture?S2: I can see a boat. T: What can you see
6、in it?S3: I can see a kaleidoscope. 复习句型What can you see? I can see.和单词flower, river，boat，lake，hill等。2. Cartoon timeT: Just now, we played a game with a funny box. Bobby sees a box too. Whats in his box? Lets watch the cartoon and find the answer. Ss: He can see a boat on the lake and a tiger. T: Is
7、 the story funny? Where is fun?生自己阅读，寻找其中的funT: Do you like the story? Lets try to read the story beautifully and fluently. Ss read after the tapeT: You can read it now. Please choose the role you like and dub for it. Ss dub for the story in rolesT: What a funny story! Can you try to act it out? Ss
8、act out the story3. Sound timeT: Bobby sees a tiger in the kaleidoscope. Hes afraid. Is it a really tiger? Lets have a look again. What can you see now?Ss: Its a tiger clock. T: What time is it?Ss: Its nine fifty. Drill: ten to ten=before ten T: Look at this boy, Ken. He goes to bed late. He feels s
9、leepy. What can you say to him?Drill: Ken, its ten to ten, go to bed before ten. 呈现单词和句子T: What does e pronounce in these words?生朗读并体会其发音 e/ e / T: Can you give me more words?生说出字母e发/e/的其他单词Can you read?T: We know e/ e /, can you read them now?True or falseStep3. Consolidation1. Sum up 2. Assign hom
10、ework 1) Read and act out Cartoon time after class2) Try to remember more words with e/ e /板书设计： Unit4 Drawing in the park e/ e / ten, bed, red, desk教后反思：本节课我上的是四年级下册Unit4 Drawing in the park 第3课时。设计的内容是Cartoon time, Sound time& Song time板块。我由欣赏Song time板块入手，在学生哼熟了旋律、会唱了歌曲之后，让学生根据图片创编歌曲。通过Try to ask
11、 questions and Act the story两个活动简短复习了Story time 后，自然由万花筒kaleidoscope导入到Cartoon time。丰富多样的活动让学生把文本内容参悟到位。Sound time板块我设计了一个音标达人闯关记，并安排了三个难度不等的挑战闯关，Try to read-Try to choose-Try to do.三个由浅到深的坡度练习，使每个学生都能感受到闯关之后的成就感和喜悦感。 在课上，我设计的如唱歌、游戏、为卡通配音表演等形式不同的学习活动，使学生能够在轻松愉悦的氛围中习得本课的语言项目，知识储备得到了有机扩充。本节课，我感觉节奏明朗欢快，环节之间较为流畅自然。特别是Sound time经过姜老师的修改之后，层次更为清晰，且学生的掌握情况较之以前有了很大改善。但由于对四年级的学生学情分析不到位，最后一个板块的Try to do（阅读文章后判断正误），对于问题的设计较难，且最后时间教仓促，故学生不太会做，其阅读能力没有得到较大的提高。另外，在操练单词设计的游戏Magic box 环节，设计的不够精巧，学生的参与面不广，很多学生没玩到游戏，其积极性有点受挫。如果能利用PPT做，可能效果会好一点。
